| 1. |
- Emanuelsson, Jonas, 1962, et al.
(author)
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Interaction and variation of content in a Swedish and US mathematics classroom: Talking the talk or getting it right?
- 2003
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In: Paper presentation as a part of the symposium: “Social Interaction and Learning in Mathematics Classrooms in Australia, Germany, Hong Kong, Japan, Sweden and the United States at EARLI conference, Padova, Italy, August 26-30 2003..
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Conference paper (peer-reviewed)
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| 2. |
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| 3. |
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| 4. |
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| 5. |
- Emanuelsson, Jonas, 1962, et al.
(author)
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Questioning in the Classroom: Patterns of Interaction and Variation
- 2009
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In: Paper presented as a part of the symposium Social Interactions and Language Use in Asian and Western Mathematics Classrooms, organised by D. Clarke at the EARLI conference in Amsterdam 2009.
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Conference paper (peer-reviewed)
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| 6. |
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| 7. |
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| 8. |
- Häggström, Johan, 1959, et al.
(author)
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Algebra på många sätt
- 2002
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In: C. Bergsten (red.), Dokumentation av 12:e Matematikbiennalen Norrköping 24-26 januari 2003. Linköpings universitet.
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Conference paper (peer-reviewed)
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| 9. |
- Häggström, Johan, 1959
(author)
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Algebra utan symboler
- 2011
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In: Bergius, Berit, Emanuelsson, Göran, Emanuelsson, Lillemor et al. (red.) (2011). Matematik - ett grundämne.
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Journal article (other academic/artistic)abstract
- Talrika studier och utvärderingar visar vikten av att elever tidigt utvecklar förståelse för tal och hantering av tal. Att känna till och stödja denna utveckling hos enskilda elever är av avgörande betydelse.
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| 10. |
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| 11. |
- Häggström, Johan, 1959
(author)
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Bringing back mathematics into research on mathematics teaching
- 2011
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In: Voices on learning and instruction in mathematics. Redaktion: Jonas Emanuelsson, Laura Fainsilber, Johan Häggström, Angelika Kullberg, Berner Lindström & Madeleine Löwing. - 9789185143207 ; , s. 203-214
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Conference paper (peer-reviewed)abstract
- One purpose of the activities mathematics teachers initiate in their lesson is to facilitate the development of students’ competence regarding certain mathematical contents. The starting point for the study described in this paper is the acknowledgement of a relation between teaching and learning. What is possible for students to learn about mathematics is related to how they experience the mathematical content. How students experience the content is in turn related to how the content is handled during the mathematics lesson. Different ways of handling the mathematics influence the possible learning of different aspects related to the content. There are however little attention to the specific mathematics in much research on mathematics teaching. The aim of this paper is to describe a method for analysing and comparing qualitative differences in how the same mathematical content is handled in different classrooms. That involves examining, not what students actually learn, but what is made possible to learn in the studied lesson.
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| 12. |
- Häggström, Johan, 1959
(author)
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Different opportunities to learn: the case of simultaneous equations
- 2014
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In: Algebra teaching around the world. Leung, F.K.S, Park, K., Holton, D. & Clarke, D. (red.). - Rotterdam : Sense publishers. - 9789462097056 ; , s. 233-242
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Book chapter (peer-reviewed)abstract
- This chapter presents a methodology of data analysis as a way to conceptualise the concept "opportunity to learn". The examples are taken from a larger comparative study of the teaching of simultaneous equations.
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| 13. |
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| 14. |
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| 15. |
- Häggström, Johan, 1959, et al.
(author)
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Första mötet med algebra
- 2000
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In: K. Lindgren, m fl (red.), Dokumentation av 11:e Matematikbiennalen Göteborg 27-29 januari 2000. Göteborg: NCM.
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Conference paper (peer-reviewed)
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| 16. |
- Häggström, Johan, 1959
(author)
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Förstå algebra
- 1996
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In: Nämnaren. - 0348-2723. ; 23:1
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Journal article (other academic/artistic)
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| 17. |
- Häggström, Johan, 1959
(author)
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Interaction on mathematics
- 2006
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In: Paper presented at Symposium for Classroom research and ethnographic studies at NERA/NFPF Congress 2006 (Nordic Educational Research Association), in Örebro, Sweden.
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Conference paper (other academic/artistic)
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| 18. |
- Häggström, Johan, 1959
(author)
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KULT-projektet
- 2004
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In: Matematikbiennalen 2004. Malmö.
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Conference paper (peer-reviewed)
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| 19. |
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| 20. |
- Häggström, Johan, 1959
(author)
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Learning study
- 2011
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In: Bergius, Berit, Emanuelsson, Göran, Emanuelsson, Lillemor et al. (red.) (2011). Matematik - ett grundämne, s. s. 139-148.
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Journal article (other academic/artistic)abstract
- Learning study är en modell för utvecklingsarbete som blivit relativt vanlig. Det gäller inte minst för matematiklärare i samband med matematiksatsningen med start år 2009. Här görs ett försök att på ett övergripande vis beskriva hur modellen fungerar.
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| 21. |
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| 22. |
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| 23. |
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| 24. |
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| 25. |
- Häggström, Johan, 1959
(author)
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Problemavdelning
- 2003
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In: Nänmaren. - 0348-2723. ; :2003:3, s. 62-63
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Journal article (other academic/artistic)
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| 26. |
- Häggström, Johan, 1959
(author)
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Problemavdelningen
- 2002
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In: Nämnaren. - 0348-2723. ; :2002:4, s. 62-63
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Journal article (other academic/artistic)
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| 27. |
- Häggström, Johan, 1959
(author)
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Problemavdelningen
- 2003
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In: Nämnaren. - 0348-2723. ; :2003:4, s. 62-63
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Journal article (other academic/artistic)
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| 28. |
- Häggström, Johan, 1959
(author)
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Problemavdelningen
- 2008
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In: Nämnaren. - 0348-2723. ; :2008:1, s. 58-59
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Journal article (other academic/artistic)
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| 29. |
- Häggström, Johan, 1959
(author)
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Problemavdelningen 142
- 2002
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In: Nämnaren. - 0348-2723. ; :2002:2, s. 62-63
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Journal article (other academic/artistic)abstract
- Denna problemavdelning har satts samman av Nämnarens nye redaktör, Johan Häggström, som har valt bland några favoriter. Problemen har Johan använt i sin undervisning i grundskolan och i utbildningen av lärare.
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| 30. |
- Häggström, Johan, 1959
(author)
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Skolans algebra - Varför så svårt?
- 2006
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In: Hake, K-B., Skedinger-Jacobsson, M. & Serder, V. (red). "Dokumentation av 14:e Matematikbiennalen" Malmö, 26-27 januari, 2006.
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Conference paper (peer-reviewed)
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| 31. |
- Häggström, Johan, 1959
(author)
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Some thoughts from a Student-to-Be in the Research Program
- 1997
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In: G. Dahland & T. Lingfjärd m fl (red.),Research in Mathematics Education. A Report from a Follow-Up conference After PME 1997. July 22-24 (Rapport 1998:02). Institutionen för Ämnesdidaktik, Göteborgs universitet..
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Conference paper (other academic/artistic)
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| 32. |
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| 33. |
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| 34. |
- Häggström, Johan, 1959
(author)
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The same topic - Different opportunities to learn
- 2007
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In: In C. Bergsten & Grevholm, B. (Eds), Developing and researching quality in mathematics teaching and learning. Proceedings of MADIF5 - The 5th Swedish Mathematics Education Research Seminar, Malmö, January 24-25, 2006. ; , s. 69-79
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Conference paper (peer-reviewed)
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| 35. |
- Häggström, Johan, 1959
(author)
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Tidigare algebra
- 1995
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In: Nämnaren. - 0348-2723. ; 22:4
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Journal article (other academic/artistic)
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| 36. |
- Häggström, Johan, 1959, et al.
(author)
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Tidigare algebra
- 1998
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In: I. Olsson, m fl (red.), Dokumentation av 10:e Matematikbiennalen Sundsvall 21-23 januari 1998. Sundsvall: Mitthögskolan..
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Conference paper (peer-reviewed)
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| 37. |
- Häggström, Johan, 1959, et al.
(author)
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Undersökande och laborativt arbetssätt i lärarutbildning
- 1994
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In: G. Emanuelsson, m fl (red.), Dokumentation av 8:e Matematikbiennalen Göteborg 26-28 januari 1994. Institutionen för Ämnesdidaktik, Göteborgs universitet..
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Conference paper (peer-reviewed)
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| 38. |
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| 39. |
- Kullberg, Angelika, 1969, et al.
(author)
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Teaching one thing at a time or several things together? : Teachers changing their way of handling the object of learning by being engaged in a theory-based professional learning community in mathematics and science
- 2016
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In: Teachers and Teaching. - Abingdon : Routledge. - 1354-0602 .- 1470-1278. ; 22:6
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Journal article (peer-reviewed)abstract
- Twelve lower secondary schoolteachers in mathematics and science were asked to teach a topic of their choice during a lesson that was video-recorded. We were able to analyse 10 of the cases and we found that all of them were similar in one respect: concepts and principles were introduced one at a time, each one followed by examples of the concept or principle in question, apparently to highlight its essential meaning. All the teachers participated in three modified lesson studies with three cycles in four different groups during three semesters. The modified lesson studies were built on a theoretical idea supported by a large number of recent studies. The theory states that new meanings (of concepts and principles, for instance) are learned through engaging with instances of contrasting concepts and principles. The core idea is that new meanings derive from differences, not from sameness. After the three modified lesson studies, the teachers were asked to once again teach the same topic as in the recorded lessons before the lesson studies. The new lessons were also recorded and the analysis showed that there was one thing in common in all cases: all of the 10 teachers dealt with the relevant concepts and principles in relation to each other (i.e. simultaneously) and not one at a time. By thus bringing out the differences between them, their meaning was made possible to grasp for the students. The study lends support to the conjecture that the modified lesson study is a powerful tool for enabling teachers to structure the content of their teaching in accordance with a principle that is more powerful in making learning possible, even if this contradicts their taken-for-granted practice.
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| 40. |
- Marton, Ference, 1939, et al.
(author)
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Teaching through Variation: A European Perspective
- 2017
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In: R. Huang & Y. Li (Eds.), Teaching and Learning Mathematics through Variation – Confucian Heritage Meets Western Theories. - Rotterdam : Sense Publishers. - 9789463007818 ; , s. 389-406
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Book chapter (peer-reviewed)abstract
- This book is about variation and invariance in the teaching of mathematics, that is, about what instances, examples, tasks are used and in which order, to make it possible for students to make concepts, principles, methods their own. Although we can find cases of individual teachers and individual textbook authors paying special attention to such aspects of the teaching of mathematics in different places in the world and at different points in time, such focused attention on the pattern of similarities and differences-especially on the latter-between tasks, instances, examples seems have been particularly common in China for a long time. Moreover, this character of Chinese practice of teaching mathematics has been made explicit by Gu (1991) who called it Bianshi (i.e. teaching with variation) and who tried to relate it to theoretical and empirical research on the learning and teaching of mathematics (in the following the acronym “BS” is used to widely refer to the Chinese tradition of systematically using variation and invariance in the teaching of mathematics). This is the major impetus of most chapters of the present book. We also find another influence, not quite comparable in importance, with the former. It is our own research specialization, called the Variation theory of learning. This research specialization originates from a phenomenological interest in differences in how various phenomena appear to people, i.e., an interest in which different meanings the same phenomenon might have for different people. The reason for this interest is the assumption that people act in relation to things as they appear to them. Hence learning to handle situations in powerful ways takes learning to see them in powerful ways. As one particular contrast between Bianshi (BS) and the Variation theory of learning (VTL) is our focus in the present chapter, and as the former is elaborated in other chapters, we will deal with the latter at some length in the present chapter. There are shorter, but by no means less accurate, introductions to the theory in other chapters. First, when we have established the contrasts between BS and VTL, will we use it very briefly in the very last section as a perspective on the previous chapters. Doing so may appear odd, unconventional, and even disappointing. We have, however, found a problem that – we believe – has to be addressed for the field (the teaching of mathematics through variation) to move forward. Being the authors of one of the last chapters of the book, we were eager to make it pertinent beyond itself.
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| 41. |
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Matematikundervisning i praktiken
- 2014
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Editorial collection (other academic/artistic)abstract
- Denna bok behandlar undervisning i matematik och vänder sig främst till dig som undervisar i årskurserna 4-9, och till dig som går en lärarutbildning med denna inriktning. Texterna behandlar undervisning både ur forsknings- och praktikperspektiv . Boken är tänkt att kunna användas både enskilt och tillsammans med andra.
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